The core themes include the following:
How educators in the social sciences conceptualise, design and facilitate IBL?
The location and commencement of the development of an IBL ‘mind-set’.
Informal theories of change in the social sciences, and a discussion on disciplinary patterns and the discernation of differences.
What have educators learned about designing and facilitating IBL? The challenges of designing and facilitating IBL, in the social sciences.
Plans for further developing IBL practice in an international context.
Prendergast, A. (2014), "The Feasibility of Inquiry-Based Learning – An Irish Perspective. Exploring the Role and Motivation of Inquiry-Based Learning in Social Studies – An Irish Higher Education Experience", Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 2), Emerald Group Publishing Limited, pp. 429-447. https://doi.org/10.1108/S2055-364120140000002026Download as .RIS
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